scholarly journals INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)

2021 ◽  
Author(s):  
Ana María Ortiz-Colón ◽  
◽  
Rafael Castellano-Almagro ◽  
Javier Rodríguez-Moreno ◽  
Miriam Agreda Montoro ◽  
...  
Keyword(s):  
Secondary Education ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Project Based Learning ◽  
Industrial Society ◽  
Ongoing Training ◽  
The People ◽  
Service Training ◽  
University Training

The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.

scholarly journals Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform

2021 ◽  
Author(s):  
◽  
Maimoana Janine Petaia
Keyword(s):  
Professional Development ◽  
Curriculum Reform ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
National Level ◽  
Monitoring And Evaluation ◽  
Study Data ◽  
School Level ◽  
Ministry Of Education ◽  
Service Training

<p>This research study was undertaken in Samoa, a self-governing island nation in the Pacific. The main purpose of the study was to investigate the effectiveness of in-service training in implementing new curriculum reforms for senior history. This study sought to identify the barriers and facilitators of in-service training (INSET) workshops so that planning for future workshops can better equip teachers with the knowledge and skills to implement a curriculum. It also sought to obtain educators' views and understanding on any professional development policies. This study adopted an interpretive phenomenology methodology using a case study approach. Purposeful sampling was used to select the history teachers and Ministry of Education personnel for the study. Data was collected through the use of in-depth, semi-structured face-to-face interviews. Thematic analysis of the interviews revealed that although the teachers found the INSET to be effective, there were several barriers that prevented teachers from fully implementing the training into classroom practice. One of the notable barriers was the lack of support offered to teachers from principals and heads of departments in the critical stages of implementation. Another notable barrier, both at the school level and national level, was the lack of monitoring and evaluation of the in-service training. Teachers felt that there needed to be continuous and consistent monitoring and evaluation carried out by principals and Ministry of Education staff to ensure that the programme was being implemented effectively within the classrooms. The lack of monitoring and evaluation resulted in teachers reverting to traditional styles of teaching and learning. Another notable barrier was teacher quality. The success of any reform programme is heavily dependent on teachers and their willingness to fully and effectively implement a programme. This study found that teachers' lack of interest and motivation resulted in the curriculum not being implemented effectively into classroom practice. In trying to minimise the various problems and difficulties of centrally-planned INSET and professional development activities, the local policy on teacher training is a shift towards school-based training. This study found that teacher's professional development was more effective and relevant if it focused on developing their training needs within their own environments.</p>

scholarly journals THE INFLUENCE OF SCHOOL’S PSYCHOSOCIAL ENVIRONMENT AND THE TEACHER'S SELF-EFFICACY ON THE 21ST CENTURY TEACHING AND LEARNING PRACTICES

2019 ◽  
Vol 4 (32) ◽  
pp. 284-314
Author(s):  
Mohammad Azri Amatan ◽  
Crispina Gregory K Han
Keyword(s):  
21St Century ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Future Research ◽  
Significant Relation ◽  
Psychosocial Environment ◽  
Learning Practices ◽  
The People

This research is carried out to identify the influence of School Psychosocial Environment and Teacher's Self Efficacy on The Practice of 21st Century Teaching and Learning, among secondary school teachers in the district of Penampang. The technique of Proportionate Stratified Random Sampling is adopted in this research, with 329 respondents, all of whom are teachers. A questionnaire was applied to collect data in this quantitative research. The inferential and descriptive statistical method is used in data analysis, using the Statistical Package for Social Science (SPSS) version 25.0 software. In summary, the level of School’s Psychosocial Environment is found to be moderate, while the level of Teacher’s Self Efficacy and 21st Century Teaching and Learning Practice is high. The results of the correlation test (Pearson Product-Moment) has found a low to moderate significant relation correlation between the School’s Psychosocial Environment and 21st Century Teaching and Learning Practices, whereas, there is a moderate to high significant relation between Teacher's Self-Efficiency and 21st Century Teaching and Learning Practice. The result of the multiple regression analysis (Stepwise) has found that the School’s Psychosocial Environment and Teacher’s Self Efficacy contributes 31.8% towards the 21st Century Teaching and Learning Practice. As a feedback, the research has put forth some suggestions to be considered by the people in authority. The implication of this research and further recommendations are also discussed and suggested for future research.

scholarly journals Science teachers’ ICT use from a viewpoint of Technological Pedagogical Content Knowledge (TPCK)

2015 ◽  
Vol 3 (6) ◽  
pp. 783-799 ◽  
Author(s):  
Satu Helppolainen ◽  
Maija Aksela
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Service Training ◽  
Ict Training

In order to develop science teachers’ Technological Pedagogical Content Knowledge (TPCK), a better understanding of how teachers use ICT in classroom practice is needed. This paper examines Finnish chemistry teachers, knowledge, skills and beliefs on using ICT in education in comparison to other science teachers. The study shows that chemistry teachers have positive beliefs of using ICT and computers as a tool for teaching and learning. Teachers’ earlier training in the use of ICT had increased their beliefs towards using ICT. The study shows that, in general, teachers have a good basic ICT skills, but lack skills to integrate ICT into education, due to a lack of technological content knowledge (TCK) and technological pedagogical knowledge (TPK). The results show that teachers especially lack knowledge on subject-specific software, such as modelling software. The results suggest that chemistry teachers need more ICT-training from the viewpoint of TPK and TCK in order to help them get ideas and materials that can be directly applied to classroom practice, and to acquire experience to develop their own TPCK. The results give implications on how science teachers’ in-service training can be developed.

scholarly journals Environmental Education Competency: Enhancing the Work of Teachers

2020 ◽  
Vol 22 (2) ◽  
pp. 140-152
Author(s):  
Yodsaphon Wanchana ◽  
Pram Inprom ◽  
Wee Rawang ◽  
Art-ong Jumsai Na Ayudhya
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Learning Community ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Structured Interview ◽  
Project Based Learning ◽  
School Teachers ◽  
Holistic Learning ◽  
Research Findings

Abstract The research into the environmental education competency of secondary school teachers was conducted using mixed research methods. The data were collected using the questionnaire and the structured interview. The teachers of eco-schools completed the questionnaire and teacher advisors as well as mentor teachers of the eco-school project participated in the structured interview. The research findings revealed that most respondents had a moderate level of environmental education competency that involved six aspects: knowledge of the environment, basic understanding of the environment, responsibility for the environmental education of professional teachers, planning and practice with regard to the environmental education, promoting learning about the environmental education and evaluation of the environmental education. The approaches to enhance the environmental education competency of secondary school teachers should involve multidisciplinary instruction learning, community-based learning, project-based learning, happy teaching and learning, and holistic learning management.

scholarly journals Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform

2021 ◽  
Author(s):  
◽  
Maimoana Janine Petaia
Keyword(s):  
Professional Development ◽  
Curriculum Reform ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
National Level ◽  
Monitoring And Evaluation ◽  
Study Data ◽  
School Level ◽  
Ministry Of Education ◽  
Service Training

<p>This research study was undertaken in Samoa, a self-governing island nation in the Pacific. The main purpose of the study was to investigate the effectiveness of in-service training in implementing new curriculum reforms for senior history. This study sought to identify the barriers and facilitators of in-service training (INSET) workshops so that planning for future workshops can better equip teachers with the knowledge and skills to implement a curriculum. It also sought to obtain educators' views and understanding on any professional development policies. This study adopted an interpretive phenomenology methodology using a case study approach. Purposeful sampling was used to select the history teachers and Ministry of Education personnel for the study. Data was collected through the use of in-depth, semi-structured face-to-face interviews. Thematic analysis of the interviews revealed that although the teachers found the INSET to be effective, there were several barriers that prevented teachers from fully implementing the training into classroom practice. One of the notable barriers was the lack of support offered to teachers from principals and heads of departments in the critical stages of implementation. Another notable barrier, both at the school level and national level, was the lack of monitoring and evaluation of the in-service training. Teachers felt that there needed to be continuous and consistent monitoring and evaluation carried out by principals and Ministry of Education staff to ensure that the programme was being implemented effectively within the classrooms. The lack of monitoring and evaluation resulted in teachers reverting to traditional styles of teaching and learning. Another notable barrier was teacher quality. The success of any reform programme is heavily dependent on teachers and their willingness to fully and effectively implement a programme. This study found that teachers' lack of interest and motivation resulted in the curriculum not being implemented effectively into classroom practice. In trying to minimise the various problems and difficulties of centrally-planned INSET and professional development activities, the local policy on teacher training is a shift towards school-based training. This study found that teacher's professional development was more effective and relevant if it focused on developing their training needs within their own environments.</p>

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

Reviews: Slavery, Desegregation: Resistance and Readiness, Minorities in the New World, the Foundations of Political Theory, Approaches to the Study of Politics, ‘British Attitudes to Politics,’ the Political Quarterly, Essays on ‘The Welfare State’, Work in the Lives of Married Women, Wives and Mothers in Victorian Industry, the Changing Social Structure of England and Wales, 1871–1951, Scottish Social Welfare, 1864–1914, a Survey of Social Conditions in England and Wales, Industrial Society and Social Welfare, Bureaucracy in New Zealand, in-Service Training for Social Agency Practice, Function, Purpose, and Powers, Social Change, Information, Decision and Action, the Idea of a Social Science, Political Power and Social Theory, Social Structure and Personality in the Factory, Productivity and Social Organization: The Ahmedabad Experiment, the Black-Coated Worker, New Ways in Management Training, Measuring Security in Personal Adjustment, the Psychology of Interpersonal Relations, on Shame and the Search for Identity, Outlines of East African Society, Colonial Planning: A Comparative Study, the Testing of Negro Intelligence, Diagnostic Performance Tests, the Rise of the Meritocracy, Social Theory and Christian Thought, Religious Behaviour, Television and the Child, Contemporary Sociology, Psychiatry in the British Army in the Second World War, Land of Choice, Readings in General Psychology, Educational Research, Technical Education, Dartington Hall, the Healing Voice

1959 ◽  
Vol 7 (2) ◽  
pp. 245-280
Author(s):  
St. Clair Drake ◽  
J. Blondel ◽  
T. E. Chester ◽  
R. O. Williams ◽  
S. A. Sklaroff ◽  
...  
Keyword(s):  
Social Welfare ◽  
Social Structure ◽  
Social Theory ◽  
Interpersonal Relations ◽  
Management Training ◽  
Industrial Society ◽  
East African ◽  
England And Wales ◽  
Service Training ◽  
Christian Thought

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

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